23 avril 2019
Guillaume Gillet et al., « Entre ruptures et continuités, comment l’individu parvient-il (encore) à agir et à se développer dans l’exercice de "métiers impossibles" ?: proposition d’un modèle du "sujet capable" pour étudier les activités professionnelles complexes », HAL-SHS : sciences de l'éducation, ID : 10670/1.rwrs9h
Within 25 years, the theoretical framework of PD has evolved considerably and undergone deep « metamorphoses ». The widening of the fields of studied activities could be the origin of these conceptual and methodological evolutions.However, those enlargements raise questions as they could lead to confusion. We think that the subject question must be reconsidered from the beginning, in order to reconnect with the original traditions of this framework. According to us, the “activity of the subject” theory as it has inspired the PD initiators, provides clarifications enabling to overcome those problematics. In order to nourish this reflection, we will focus, in the first part, on presenting the interest and limits of the approach through activity fields to study conceptualization in action. Then, based on research about teaching work, we will propose a model of the empowered subject. In a third part, we will show the relevance of this model and its utility in the engineering of the training of teachers of agricultural educationFinally, to conclude, we will discuss the scope of this model and its generalizability to other equally complex professional activities.